Investigates main idea instruction in three basal reading series. Finds statistically significant differences in main idea instruction for the parameters "main idea task" and "acknowledgement of strategies mediating main idea task." Determines that basal reader materials rarely encourage students to monitor their main idea…

Analyzes six basal reader sets for K-3 for inclusion of 14 activities. Finds that: nine activities appear in less than one percent of stories and five appear in five percent or more, publishers use latter five differently, use between grades does not differ, and four of five activities appear more in supplements than in the main portion of…

Investigates whether second- and fifth-grade children already know the meanings of reading vocabulary presented as "new" vocabulary in their basal readers. Finds that, on average, children already knew more than 70 percent of the "new" words in basal readers one and two years beyond their grade level. (SR)

Investigates the efficacy of a metacognitive instructional strategy for use with basal readers in improving reading comprehension, strategy use, and attitude toward reading. Finds that children can be taught how to use metacognitive reading strategies and techniques during basal reading instruction. (RS)

Examines the content of eight basal reading series (published in 1989) to determine how and the extent to which lessons and activities that promote metacomprehension behaviors necessary for independent reading were included. Finds that basal authors made considerable efforts to incorporate activities and lessons that promote or foster strategic…

Nominal level gender and gender-related information in four, well-known basal reading series was gathered and analyzed. For each of 746 stories, the number of male and female main characters in text and illustrations was determined. Employment status, job title and estimated yearly salary were obtained for employed adult, human, main characters.…

Study compares the use of vocabulary instruction in a traditional basal reader format with that of two other lesson frameworks--Reconciled Reading Lesson and List-Group-Label--as a means for improving comprehension of basal stories. (MM)

Examines basic literature on the various methods of establishing reading groups. Proposes a new method using curriculum-based measurement. Suggests that this method can be potentially effective and efficient in establishing reading groups. (MG)

Compares whole language, literature-based, and basal reader literacy instruction in terms of the Elementary Reading Attitude Survey, the Reader Self-Perception Scale, and the Writer Self-Perception Scale. Finds that a literature-based approach to reading and writing appeared to exert superior impact on intermediate-aged children's affective…

Compares the effect on beginning readers' main idea comprehension of a direct instruction model, basal reader main idea comprehension lessons, and language extension lessons for group-dictated experience charts. Reports that the direct instruction group outperformed basal and control groups in determining main ideas across a variety of tasks. (MM)

Discusses a study which analyzed question-answer instructional segments from second-grade small group reading lessons, according to Barrett's (1976) and Pearson and Johnson's (1978) taxonomies. (MM)

Investigates prediction instruction in three basal reading series. Finds that many basal reader materials do not contain explicit definitions of predictions, nor do they provide rationale statements related to prediction instruction. Discusses implications for prediction instruction in basal readers. (RS)

Describes ratings and rankings by both researchers and children of the new and old basal text series. Describes students' response to the texts. Identifies the engaging qualities of these texts. Shows similarities between children's and researchers' preferences. (HB)

Compares results of a modified whole language approach (incorporating daily 15-minute total class phonics instruction) with those obtained from a popular basal approach. Finds that students in the whole language classes made greater gains in phonics, vocabulary, reading comprehension, and total reading achievement than students in the basal…

Finds four major unresolved issues, according to state legislators: (1) assessment of students' reading progress; (2) whole language versus basal approaches; (3) use of tradebooks in place of basals; and (4) whether at-risk readers should spend increased time reading or practicing isolated reading skills. Suggests that legislators lack sufficient…